Widening the lens: An interdisciplinary approach to examining the effect of exposure therapy on public speaking state anxiety. Page: 84

                                
however, items were not forced into pre-existing categories. New categories were
created when appropriate and necessary.
The analysis required several steps, and two research assistants helped with this
process. First, the three of us met to discuss a list of anxiety inducing factors specified
in the current literature and determined a suitable working definition. Second, we read
through the transcripts several times individually, coding statements based on the pre-
existing factors and noting when a statement was perceived to be different from the
previously established factors. Third, we met to discuss the results. Disagreements
were resolved by discussing the item until all were in agreement regarding the
appropriate descriptor. When a statement did not fit into one of the established factors,
a new factor was devised and agreed upon by all. Factors were then placed into
appropriate descriptive categories. Finally, we determined exemplars for each factor,
which are presented below by research question.
Results
The transcripts from the four focus groups were coded and placed into identifying
categories. Four broad categories emerged for both types of presentations. They
included 1) speaker concerns, 2) audience characteristics, 3) contextual factors and 4)
assignment criteria. See Table 13 for a list and explanation of all the factors.
RQ4: What stimuli play a role in augmenting students' self-reported public
speaking state anxiety during traditional one-shot presentations?

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